Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

b

Y

2

MULTICULTURALISM & EDUCATION

IN SWEDEN, COMPARED TO JAPAN & FRANCE

Akane Takayama,Chloé Ruchon,Hibiki Denda, Hinata Matsuda

X

g

m

1

p

Multiculturalism in Swedish Educaiton,

G

compared to France and Japan

Why this topic?

Survey

・7 students answered

・high school students whose mother tongue is not Swedish, university students who born and raised in Sweden, etc

・Introduce the results at the end

School visit

WHY

- Swedish as a second

language

- Students from

different back ground

Table of contents

OUTLINE

1 What is multiculturalism

2 Time line & school

3 Language and Immigrant

4 Religion

5 Democracy

6 Conclusion

Multiculturalism

Definition

・Institutions shall combat discrimination…..

national or ethnic origin, linguistic

or religious affiliation, etc

・Preserve & develop

ethnic, linguistic and

religious minorities

Chapter 1, Article 3 of the Instrument of Government

TIMELINE

Second World War

Post-war

70s

Since 90s

TIMELINE

Sweden becoming a host counrty for neighboring countries

Political refuges and family reunifications

Refugees from Southeastern-Europe and Yugoslavia

Demands for Swedish communities prompted a demand for foreign labor power, mostly from Finland, Southern Europe and Yougoslavia

Schillerska gymnasiet

SCHOOL

- Highschool

- Observed course : Swedish as a second language

F

Language & Immigrant

official supports for students

1. mother tongue education

2. study guidance in mother tongue

3. swedish as second language

1.mother tongue education

“Pupils who have a mother tongue other than Swedish may have a right to mother tongue education.”

According to skolverket (the Swedish national agency for education)

how many children are eligiblefor mother tongue education?

Nearly 29% of pupils in the Swedish compulsory school (Years 0–9, ages 6–15) were eligible for mother tongue education in 2020/2021 academic year

and 60% of these pupils studied mother tongue education that year

SNAE (Swedish National Agency for Education), Citation2021, p. 12

2 most frequent mother tongues in Sweden

Arabic was the most common language (approximately 80,500 pupils) and participation (approximately 58,700)

Somali coming second (21,900 eligible and almost 17,200 participating)

SNAE (Swedish National Agency for Education) in 2021

what do students learn in mother tongue education?

commonly taught in separate classes outside of regular class times

The subject: literature, history, and culture of the student's homeland

language center in Gothenburg

why is mother tongue education important?

The Iceberg Model of Language Interdependence

What appears to be two very different phenomena on or above the surface is actually interdependent psychologically.

problems of mother tongue education

  • the number of students
  • the scheduling of mother tongue classes
  • finding teachers (teacher education)
  • general perception that the subject is not as important as other school subjects

2. study guidance in mother tongue

  • not a school subject in its own right
  • temporary support

For students who have been evaluated as not being able to keep up with their classes in Swedish and other major subjects.

3. swedish as second language

Approximately 143,000 pupils (13% of all pupils in compulsory school) participated in SSL in 2020/21

(SNAE, Citation2021, p. 13)

the pupils are to be given possibilities to develop the Swedish language in speech and writing so that they can express themselves in various contexts and for different purposes.

(SNAE)

requirements to take the Swedish class as second language

in compulsory school, the pupil must

  • either have a mother tongue other than Swedish or
  • have Swedish as his or her mother tongue and have gone to school abroad or
  • be an immigrant pupil and have Swedish as the interaction language with a guardian.

how is the current situation of swedish class?

examples from study visit

  • 16 students in the class
  • Swedish class for students who are learning Swedish as a second language
  • read novel in Swedish and discuss
  • while discussion, most students talked in Swedish, but sometimes they talked in English
  • teacher allowed students to use English in discussion

Problem

Critical view on multiculturalism in Swedish Educaiton

Critical view on Multiculturalism in Swedish Educaiton

“Swedish multiculturalism is characterized by a very low level of integration of migrants

into society, resulting in negative consequences. De facto, migrants were unable to

become full-fledged members of the society..”(Matveevskaya et al.,2021)

・Migrants encounter difficulties in integrating fully into the society.

・Migrant people tend to be overqualified for their occupation.

With high level Swedish language

・Reduced the possibility of being educationally over required.

・The match between educational and occupational level was defined accord-

ing to the standard Swedish construction of socioeconomic class

(Statistics Sweden, 1982, p. 4; 1989, p. 5).

STATEMENT

Conclusion

Educational Stratification

Disadvantaged backgrounds

- less likely to continue in school,

- However, the new second generation

doesn’t apply to this case.

To avoid discrimination, the employer should therefore not decide to check the right of a worker to be and work in Sweden solely on the basis of the worker's ethnic origin, colour or language skills.

-Still obstacles for immigrant people or people whose motehr tongue is nor Swedish, when they get job.

-Language skill do affect to occupation.

migrationsverket

-Prohibiting policies or practices aimed at assimilation

-Preserve their culture including language.

(Framework Convention for the Protection of the Rights of National Minorities)

in Japan...

  • mother tongue education is not common in schools
  • more then 70% of students who need the Japanese language instruction were receiving it

→Japanese government focuses on more Japanese language instruction than mother tongue education

the difficulty of the job hunting is also problem in Japan as well as Sweden

but it is more serious in Japan

row rate of advancement to the next higher level of education

high dropout rates

non-fulltime employment

In France...

・Regional language education in France.

・Promotion and preservation of regional languages.

・Depends on a very random recruitment of teachers since they come from a provision to the respective governments, or local recruitment by consulates.

Conclusion in this section

・Compared to Japan and France, Sweden is able to cope with language diversity better than these two countries

However, problems remain in terms of acquiring the language skills necessary for job hunting

E

Religion in Swedish School

Religion in Sweden

From 1950s

  • Providing freedom of religion

In the early 2000s

  • About 80% of Swedish belonged to the

Church of Sweden which is Lutheran.

In the end of 2021,

  • Reduced to about 54%.

Background

Increased immigration has contributed to greater religious diversity,

> Muslims make up the largest non-Christian religious group in Sweden.

  • In the syllabus, teaching about non- Christian religions was given more emphasis.
  • Knowledge about Christianity> Knowledge about Religions

  • Prioritizes teaching about religion, including different religions.

2023

Timeline

1980

  • Christianity > Knowledge about Christianity

  • Teaching should be neutral and objective in terms of religion.

1969

  • Chiristian religious instruction was reduced by 50 percent.

1962

1919

  • The reform of education about religion in Sweden progressed by promotion of the Council of Europe.

  • Provides a course named

“Religion education” (RE) which is a non-denominational compulsory school subject taught from first grade throughout all school years.

  • Teaches about different religions to all pupils in the same classroom, regardless of their religious or cultural background.

Current Education

Definition

"A life question concerns the basic conditions for human life and for life in general. A life question is also an expression of a need to process and reflect on the experiences of the world and of the self in relation to the world and life in general."

          - Sven Hartman

BENEFIT

  • Such questions were found to engage both young children and teenagers.

  • Bring about the understanding of different religions, but that it could also contribute to the pupils’ own ideas about her or his life.

LIFE QUESTION

What happens after death?

What is the meaning of life?

Who are you and how

would you like to be as a person?

What is morally right?

Problem

life-question pedagogy itself could be understood as an alternative to the more dogmatic heritage of Christian instruction rooted in Lutheran Protestant Theology.

School Visit

  • Some girls wear hijab
  • Allowing students to wear whatever they want

> individuality was regarded as important thing

Definition

"A life question concerns the basic conditions for human life and for life in general. A life question is also an expression of a need to process and reflect on the experiences of the world and of the self in relation to the world and life in general."

BENEFIT

  • Such questions were found to engage both young children and teenagers.

  • Bring about the understanding of different religions, but that it could also contribute to the pupils’ own ideas about her or his life.

LIFE QUESTION

What happens after death?

What is the meaning of life?

Who are you and how

would you like to be as a person?

What is morally right?

Problem

life-question pedagogy itself could be understood as an alternative to the more dogmatic heritage of Christian instruction rooted in Lutheran Protestant Theology.

Religion in French School

  • Religion should be taught neutrally in public schools.
  • Learn about religion in a mandatory philosophy class.
  • Learn about the relationship between war and religion in history classes.

  • “laïcité”
  • enforces the restriction of religion in the public sphere.

 >students are not allowed to wear hijab

clothes are regarded as religious

Religion in Japanese School

  • Public schools are supposed to take a neutral stance toward religion
  • No philosophy classes or classes like RE
  • Learn an overview of religion in a part of social studies class

  • 道徳 "Doutoku" class
  • students have time to think about morals and about life.

>Reflecting the teachings of Buddhism, Shintoism, and Confucianism,

which are deeply rooted in Japanese society.

RE in Sweden

Has been reformed over the years

Try to provide neutral and deep contents and allow students to be as they want no matter their religion

Conclusion

Can be criticized due to its Lutheran based perspective

D

Multiculturalism in a political & philosophical perspective

Decentralisation

= more power given to regional authority

Consequences : education conditioned by the willigness of municipalities and teachers

HISTORY & CONTEXT

School visit

More personal teaching

Decide teaching methods & materials

Teachers

SCALE

Devise own plan : local priorities

Schools

Goal oriented : objectives + curriculum

Government

From a

To a

PARADIGMS

=> gap between rhethoric & pratice

Kantian paradigm

= belief in existence of cultural and racial hierarchies

=> Ethnocentrism : Western/White culture supremacy

Hegemonic & exclusive Kantian paradigm

Consequences in Education :

=> Nordberg (2000) : "hidden agenda" : assimiliation as the aim of education in Sweden

Tradition of democracy

School visit

Democratic & inclusive paradigm

Students : take responsabilities + work together + critical approach

&

Teachers : facilitators

DEMOCRACY : EXTENSIVE DEFINITION

2 types :

- representative : "protectionnist" (Barber, 2004)

- participatory

REFLECTION ON DEMOCRACY

=> in Sweden, educational institutions operate in a protective form of governance

In a participatory perspective :

- Representation of community (ethnicity, religion, gender, etc)

- parents integration

- communication between parents & teachers

EQUAL OPPORTUNITIES

= protecionnist form of democracy

Position of power & decision

EQUITY

Space limited

+ help from equal opportunities policies

Rules already understood + cultural capital + contacts in government + langage

COMPETITION

Non-native children

Native children

EQUITY

EQUITY

School visit

THINK

COMMUNITY

NOT

Discrimination in general

INDIVIDUALLY

Discrimination that affects me

COMMUNITY

ME

CONFORMITY OR DIVERISTY ?

Nowadays : conformity leads to unity ?

=> existence of standards

DIVERSITY

Diversity through communication

School visit

Dewey (1916) : 2 criteria of democracy :

- sharing of interest

- communication of these interests among diverse groups

CRITICAL THINKING ?

PARENTS PARTICIPATION ?

COMPARAISON

The results of our survey

C

https://docs.google.com/forms/d/1OIBiik2OhdX7zzJdHSy-W8mnE2FAiQvf6UwRdnNrVmY/edit?ts=651eaf36#responses

B

CONCLUSION

Sweden deals with students from various backgrounds by offering the mother tongue education and instruction of Swedish as a second language

There’s still obstacles for immigrants people when they get job, and Swedish language skill does affects to occupation.

Swedish RE classes can be evaluated in terms of the various changes they are making toward multiculturalism.

However, in order to improve the curriculum, it might be necessary to think critically about the influence of Lutheran, which is familiar to Sweden society, on the curriculum.

Swedish school system works based on representative democracy

From a participatory democracy perspective : equity.

From an individualistic logic to a community logic

Meet everyone's needs : communicate about differences

- Author

Sources

Berglund, Jenny. 2013. « Swedish Religion Education: Objective but Marinated in Lutheran Protestantism? » Temenos - Nordic Journal for Study of Religion 49(2): 165‑84.

« Constitution of Sweden 1974, as amended to 2018 ». https://constitutions.unwomen.org/en/countries/europe/sweden?provisioncategory=b21e8a4f9df246429cf4e8746437e5ac (10 octobre 2023)

« Full article: Attitudes and beliefs on multilingualism in education: voices from Sweden ». https://www.tandfonline.com/doi/full/10.1080/14790718.2022.2153851 (10 octobre 2023).

Karnemo, Ann Charlotte, et Amor Segerhammar. « Language Policy for Migrant Children in Sweden. An Introduction of Swedish Mother Tongue Education in Policy and Practice. »

Kittelmann Flensner, Karin. 2015. Religious Education in Contemporary Pluralistic Sweden. https://gupea.ub.gu.se/handle/2077/41110 (10 octobre 2023).

« Langues et cultures régionales ». Ministère de l’Education Nationale et de la Jeunesse. https://www.education.gouv.fr/bo/21/Hebdo47/MENE2136384C.htm (10 octobre 2023).

« Les cours de langue maternelle et de culture d’origine pour enfants d’immigrés dans les systèmes scolaires des pays nordiques ». https://journals.openedition.org/nordiques/509 (10 octobre 2023).

« Letter Eleven: Multicultural Education as Democratic Education on JSTOR ». https://www.jstor.org/stable/42977720?seq=13 (10 octobre 2023).

« Modersmål - Utbildningsguiden ». https://utbildningsguiden.skolverket.se/languages/english-engelska/modersmal (10 octobre 2023).

« Multiculturalism Swedish Style: Shifts and Sediments in Educational Policies and Textbooks - Sabine Gruber, Annika Rabo, 2014 ». https://journals.sagepub.com/doi/10.2304/pfie.2014.12.1.56 (10 octobre 2023).

« Redirecting ». https://www.google.com/url?q=https://doi.org/10.1093/ojlr/rwac018&sa=D&source=docs&ust=1696936937045160&usg=AOvVaw3Sbc5vUglXMHyXhsbWo7bl (10 octobre 2023).

« Sweden | Multiculturalism Policies in Contemporary Democracies ». https://www.queensu.ca/mcp/immigrant-minorities/resultsbycountry-im/sweden-im (10 octobre 2023).

« Your Responsibilities as an Employer ». 2022. https://www.migrationsverket.se/English/Other-operators/Employers/Your-responsibilities-as-an-employer.html (10 octobre 2023).

« Your responsibilities as an employer - Migrationsverket ». https://www.migrationsverket.se/English/Other-operators/Employers/Your-responsibilities-as-an-employer.html (10 octobre 2023).

« 【資料3】外国人児童生徒等教育の現状と課題 ».

Duvander, Ann-Zofie E. "Do Country-Specific Skills Lead to Improved Labor

Market Positions?" Work and Occupations 28.2 (2001): 210-33. Web.

Bolgov, Radomir, Vadim Atnashev, Yury Gladkiy, Art Leete, Alexey Tsyb, Sergey

Pogodin, and Andrei Znamenski. Proceedings of Topical Issues in

International Political Geography. 1st Edition 2021 ed. Cham: Springer International AG, 2021. Springer Geography. Web.

Jonsson, Jan O., and Frida Rudolphi. "Weak Performance—Strong Determination:

School Achievement and Educational Choice among Children of Immigrants in Sweden." Eu

Barber, Catherine. « Stitched Up: How Rich-Country Protectionism in Textiles and Clothing Trade Prevents Poverty Alleviation ».

Dewey, John. 1916. Democracy and education: An introduction to the philosophy of education. New York, NY, US: Macmillan Publishing.

A

Thank you!

Learn more about creating dynamic, engaging presentations with Prezi